Švietimas: politika, vadyba, kokybė /Education Policy, Management and Quality

4-7

Authors: Vincentas Lamanauskas

Deep economic, technological, social changes form new challenges for universities. University management continues to be a problem. The main problem is how to find an optimal balance between the autonomy of the universities, the so-called democracy, and regulation from the state. Today the future of the universities in Lithuania is more uncertain than it has been in the last 30 years. A wide range of conditions and circumstances require constant change. The traditional model of university management becomes ineffective. The labor market makes new demands to universities (new study programms, short-term courses etc.). It is possible to tell that universities undergo constant pressure from the labor market. Does this mean that universities and government should resist labour-market pressures? The mentioned pressure is quite often inadequate and negatively influences university develop-ment. On the other hand, there are some hindering factors for more positive development of universities, such as low competence of managers, a separation from real practice, ignoring of world technological, social and economic tendencies.

19-39

Authors: Aušrinė Gumuliauskienė

Strategic education-related documents reflecting the content of the education policy emphasise the priorities, provisions, principles of the organisational development of the edu-cation system and its separate sectors, target societal attention and endeavours on the essen-tial changes in the field of education focusing on expectations of the state society, the global, European Union tendencies within education policy and practice as well as assessment of the condition of education. The education policy as a prerogative of the state sector, a constituent part of public policy is closely related to policies of other fields, is multilayered, contextual, based on ideological and value attitudes, relatively encompasses closely interrelated strategic, managerial (tactical), administrative (operational performances) levels. The coherence of the education strategy and its implementation in education practice defined at the political level is a multifaceted issue. The article actualises the contradictions of formation and implementation of the edu-cation policy aims in the contexts of societal transformations. The correlations between the formation of the education system and globalisation processes, economic factors are dis-cussed in detail, the demand for research-based formation and implementation of the education policy is underlined, significance of the strategy of integrated development of educational organisations when implementing the education policy at the organisational level is theoretically reasoned. On 12 November 2002, the Seimas of the Republic of Lithuania approved the Long-Term Development Strategy of the State. It projected the development of Lithuania, the EU state-to-be. Its purpose was to provide a basis for implementation of the education vision of Lithuania. The provisions of the strategy complemented the long-term development strategy of the state and set the mission, values, principles of education in Lithuania; also, they set the aims of education development and means to implement it, defined quantitative and qualitative outcomes which would ground and be regarded when estimating the education development in Lithuania in 2003–2012. During the latter period, Lithuania set three major tasks for education: to ensure accessibility of education, development and perfection of human resources focusing on the tendencies of development of economy, culture and science in Lithuania and other states of the European Union, the demands of the labour market, the strategy of sustainable development, aiming at higher competitiveness of the state and higher social cohesion; to ensure proper quality of education adequate to the quality of education in the European Union and other countries of the world; to increase efficiency of performance and management more clearly defining its mission and exceptionality, improving self-governance, consolidating independence and autonomy of education organisations as well as striving for education to become the major factor pre-determining the progress of Lithuanian economy and society as well as competitiveness. Assessing creation and implementation of the Strategy from the today’s perspective, formers of the education policy state the following: skills of strategic planning have changed very much, i.e. this was one of the first big-volume strategic documents of the state one dec-ade and a half ago, therefore, there was lack of experience in creating such documents; today we obtain much more data and other sources of information, therefore prognostication of the future and creation of the strivings can be more exact; after entering the European Union, projects being generously supported by structural funds started being implemented, they partially directed the investment to smaller aims and thus evoked challenges; undergoing the changes of coalitions in power, each time political priorities of the government would change, in some cases they even would not properly match the provisions of the Strategy; in some cases, reality and education underwent changes faster than expected, whereas in some other cases it lasted for too long (Valstybinės švietimo strategijos įgyvendinimas 2003–2012 metais, 2012). The analysis of implementation of the state education strategy for the period 2003–2012 reveals not only the tendencies of education development, the condition of its quality, but also the tendencies of development of the education policy in Lithuania. Creation and implementation of education strategies are complex, first of all, because of specificity of their object, i.e. education. Strategies for its development are to be projected with regard to complex junctions of social, economic, technological, cultural, political processes, constantly altering their contexts, the coherence of globality and nationality. Formation and implemen-tation of the education system are inseparable processes; their coherence determines the quality change and efficiency of education. At the political level, education is given excep-tional significance in the societal life; however, its social impact should not be overesti-mated. The coherence of formation and implementation of the education policy is a multifaceted issue. The problem of this coherence is most vividly reflected by the following tendencies: the lack of connections between education policy and public policy as well as policies of other fields, especially at the level of administration of the education policy; insufficiency of methodological, scientific interdisciplinary approaches when analysing, assessing and contextualising educational processes; the lack of ideological and value-based reasoning; at the strategic level, there is too much emphasis on internationalisation, whereas national priorities of education, its purpose in the postmodern society are not clear; processes of policy formation are insufficiently based on a complex analysis, experts’ assessment of achievements, threats, opportunities of education and its separate sectors; the direction “top down” is too much enabled in the political decision-making, increasing the volume and potential of administration; ambitious political strivings are too weakly grounded on financial capacities and vice versa economic/financial priorities dominate over social, value priorities; there is lack of coherence between strategic and tactical/administrative levels. Implementation of the education policy at the organisational level is too little linked with development of human resources, managerial potential as well as actualisation of the demand for projection and implementation of the integrated development strategy. Having the above-mentioned strategies dominating, the education policy loses the status of a national priority, its formation becomes the most significant process for the group of interests of education policy-makers, participants of the education system processes are too weakly empowered, majority of strategic aims remain declarative orientations because their implementation is not grounded on real resources, opportunity studies and responsibility.

52-54

Authors: Judita Stankutė

A short communication with head of Skuodas P. Žadeikis gymnasium, Lithuania.

4-6

Authors: Vincentas Lamanauskas

The factor in responsibility considering the structure of management should gain the re-quired weight. The success of organizations is determined not only by a properly prepared strat-egy (frequently in a ‘paper version’), optimal structure, precisely and effectively organized proc-esses, but also taking into account the responsibility of particular people at various levels of management. Responsibility is obviously directly related to values. Various crises of economy fre-quently arising in different parts of the world are often determined by the consistent patterns of managerial economics and the so-called human factor (Lamanauskas, 2011). Management is not unfettered freedom to generate profit or other material resources taking advantage of other people. According to C. Dierksmeier (2011), more and more frequently we discuss about the constructive use of the idea of responsible freedom. Certainly, a good manager is the one who has a broad knowledge of management theories and demonstrates practical abilities and skills. A gift of speech, pleasant appearance, good manners of behaviour and finally information on the nuances of management ethics are not enough. Traditionally, work done by a manager is complex and highly responsible and can be carried out by the one who has gained the required amount of knowledge and skills at management. It is reasonable to admit that the field of management can (should) only be properly acknowledged by those having a high level of responsibility perceived as one of fundamental values.

19-25

Authors: Renata Bilbokaitė

Contemporary tendencies of the higher education have been variously exposed – from needs to improve the activity conception to needs for the own development. In all cases the aim is fol-lowed to consider the student more as the main receiver of the service. In order for all institu-tions to define needs, researches have been implemented and conclusions have been offered on the base of them; therefore the improvement plans have been prepared and changes have been implemented by activities. This article also reveals needs of students for the quality of the prac-tice. Students demonstrate the need for the practice instructions – the wish is observed for the acceptable tasks, clear presentation of instructions, time of instructions and frequency as well as flexibility, changes of the essential aspects of the content so that the students could get benefits from them. Instructions are not complicated; however students need additional information that would facilitate the faster and easier adaptation within institutions of practice, the better implementation of practice in them, and after it, the correct preparation of tasks and good evaluation. Also the requirement for heads of practices is also expressed: more frequent consultations are wanted as well as the greater support, closer and more often communication and cooperation that would help the student to feel expected, would increase the self-reliance rather than would cause the fear of practice.

35-37

Authors: Judita Stankutė

An interview with a headteacher of Panevezys district Katinu Basic School, Lithuania.

4-5

Authors: Vincentas Lamanauskas

National identity development is a foundation of national education. On the other hand, the national identity is the society and state base. The current political situation in Lithuania do-esn't create good conditions for development of national identity. It is obvious that a national situation of the present Lithuania can be named as sorrowful, because of an erosion of national values. Each member of a society is obliged to do everything in order to keep and develop uni-versal and national values. The development of national values should be the main priority of our society. From the other side we can emphasize that one of Lithuania`s most important aims of the education community should be nationally mature youth education. Young people (well educated and nationally mature) are the future of Lithuania.

16-38

Authors: Dalia Augienė, Indra Kriaučiūnaitė

Professional information and consultation services, provided effectively are the most important teaching and occupation policy element at the national, regional and local levels, also a constituent part of active labour market policy. The aim of Professional information centres (PIC) is to provide qualitative information about the world of professions, to encourage self cognition, to help making a decision which profession to choose while projecting one’s career, to provide parents and pedagogues with necessary information and support. New professional information and consultation service provision tendencies having formed, the demand of obtaining virtual information is getting more urgent for a contemporary man. Therefore, PIC internet cafes’ informativeness and provided information conformance to consumer demands are analysed in this research. The research is based on objectivism, which requires neutrality, indifference from social sciences and researchers, fact registration without their social, political evaluation. The authors keep the position, that the research based on objectivism accepts social information as objective information about really existing phenomena and processes. Analysing information in gymna-sium internet cafes about PIC activity, qualitative approach dominates, i.e. interpretive paradigm which harmoniously matches with normative paradigm. Data for the research were collected between September and December, 2011. The information about accredited PIC activity was selected from 76 gymnasium internet cafes. In order to analyse research data, measures of descriptive statistics (absolute and percen-tage frequencies) are applied. Analysing research data, repetition frequencies of categories PIC link in the internet menu bar, PIC localisation place, PIC working hours, people participating in PIC activity, responsibilities of people participating in gymnasium PIC activity, aims and tasks of PIC activity, PIC cooperation, PIC consultations, PIC activity forms for students, PIC activity forms for students’ parents, PIC methodological help for class teachers, PIC methodological support for subject teachers, PIC information spread were measured. The obtained results allowed to identify, what information about PIC activity is provided in gymnasium internet cafes, the problems of its provision in virtual space and to create recom-mendatory universal PIC activity provision model, adapted for providing information in gymna-sium internet café.

47-53

Authors: Daiva Malinauskienė

A short essay on Education Department anniversary.

4-5

Authors: Valiantsina Dynich

Any analogy explains a little, but a lot of things well illustrates. One of the main feature of the development of a complex system is existence of side effects and negative consequences. The development of such a complex and socially relevant system as the education system is, demands special attention. New approaches are necessary in a post-soviet education system. It is obvious that the education system should change, but a well known medical principle “don't do much harm” should be realized during decision-making process on each of levels of the education system.

22-27

Authors: Renata Bilbokaitė

Quality management system (QMA) is one of the most important things in universities’ ser-vices because it shows how well higher education institution is able to serve clients and to satisfy their needs. The main idea is that client is not only student – it is also social partners and society itself as receiver of services. According to this, CAF model is very popular among public admin-istration institutions. This mentioned model explains that institution should have quality manage-ment system that serves for three heterogonous clients – students, employees and society through enablers and results. Institution undertakes to fulfill requirements – to do evaluation of institution’s activities according to CAF nine criteria and 28 sub-criteria: to write marks, comments, strong and weak areas of services and to prepare developmental plan for next two years according to results and priorities. Šiauliai university also prefers to use CAF model and ISO 9001-2008 standard for improve-ment of services. There was already created conception of QMS that contains philosophical assumptions how people should understand system in this organization. The main conception is culture of dialog that explains the aim to communicate with different academic community – to be opened-minded with leaders and students, with stakeholders and social partners. Also, institution aims to be life-long learning organization which inspires to study, to accept clients’ needs and to be exclusive from other institutions. Šiauliai University has QMS model with two main processes (strategic management and quality management), two main processes (science / art and studies) and additional processes (human resources, material, financial, documentation, project, infrastructure and etc.). This model explains how processes are divided and in quality manual there are written all responsibilities and quality indicators for each processes and sub-processes.

40-42

Authors: Judita Stankutė

A short communication (intervie) with head of Plunge Vocational School of Technology and Business Audrius Misiūnas.

4-7

Authors: Vincentas Lamanauskas

In recent years attention to quality of studies is not decreasing. Lots of different level and ty-pe articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the qu-ality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management.

22-33

Authors: Irena Gailienė

The article examines the genesis of incestuous connection and its expression in the academic community, focusing on the moral, psychosocial, and educational dimensions and meaning. These aspects recently are obviously deviated from the social standards. Anomaly is becoming more and more the norm. With reference to psychological patterns and personal experiences, it is analyzed and illustrated the real and projected impact of incest phenomenon on functioning of academic community: on quality of studies, on research activities, on psychosocial climate and on professional motivation of community members. The consequences of incest are revealed when formally in-groups are established or infor-mally establishes themselves. In such groups typically group thinking is developed, which implies the occurrence of three essential conditions: the group friendship, unity: the relative group isolation from different-minded and the presence of directive leadership, which allows to understand what decisions are appreciated. In in-groups professional and personal intimacy is dominated, withdrawal in their own thoughts circle, rejection of any criticism, censorship and self-censorship, conformism and unconditional obedience to leaders, disregard to moral norms and other features are noticed. Negative impact of the incest phenomenon and its disposal options is set out in two scenarios: pessimistic and optimistic one. In pessimistic scenario a group thinking features and division of community into two hostile camps: us and them, are examined. In-groups are usually characterized by the phenomenon of internal favoritism, where inappropriate, ineffective actions and decisions of this group members are justified. The members of out-group are assessed uniformly and trite, i.e. not taking into consideration the individual personalities. They are usually assigned with negative „labels“. Dissidents instead are considered to be particularly enimies, who submit their own evaluations, opinions and criticisms, thus, different ways of their rejection or even exclusion from the community are searched. In optimistic scenario visions are concretized, thanks to which disappearance of incestuous relations and together the positive changes in everyday life of the academic community are likely expected.

38-41

Authors: Judita Stankutė

A short communication (interview) with head of Alsedziai Secondary School Leonas Mockūnas, Plunge District, Lithuania.